Community for Autism & Related Disabilities Services (C.A.R.D.S. Program)
Communication/ Social Communication /Literacy
Students with ASD have difficulty understanding and using language. Their language challenges underlie many of their difficulties with academic content, skills, and socialization.
Intervention & instructional strategies may include: vUnderstanding figurative language vAssist students in managing challenging behaviors vPre-teach new concepts vPairing verbal instructions with visual cues vIdentify verbally and visually when transitions will occur vDevelop a functional communication system vProvide communication supports that facilitate students independence in initiating conversations to solicit help or clarification vAdaptations for curriculum/materials vPicture Exchange Communication System vSRA
Social
Many students with ASD experience social difficulties because they fail to understand the non-verbal aspects of communication and social reciprocity. Their heavy reliance on routines assists them with organizing and understanding the social world. This makes them inflexible to anticipate and adapt to changes in their social milieu.
Strategies for Improving Socialization Skills may include: vTeaching Emotions/Feelings vTeaching students pro-social behaviors to communicate their needs vBreak time and self-calming strategies vRehearse skills needed for appropriate social interactions, large group, individual, or small group vPre-teach skills with role-play, peers, or adults prior to having students use their new skills in an unstructured social situation, like the cafeteria or recess vSchedule frequent daily review of social stories vPractice transition procedures between preferred topics or activities to non-preferred activities vAssist peers with understanding their unique strengths and challenges and those of the students with ASD vSupport engagement with visual cues
Visual & Environmental Support
Visual reminders help to remove questions for students and supports students’ need for additional time to process information in order to understand the task demands or instructional concepts. Visual supports increase their academic and social independence because they can frequently self-check and verify expectations rather than rely on adult or peer assistance. vSocial Stories vBoardmaker
Visual Schedules vClassroom schedules vStudent schedules vTask list vPicture Exchange Communication System vReminders and guidelines
Environmental Structures vBreak area vSensory area
Structured Learning Center vIndependent vSmall group vLarge group
Sensory & Behavioral Supports
The brain processes information provided by the sensory systems: touch, kinesthetic, spatial awareness, sight, sound, smell, and the pull of gravity. Sensory integration refers to the matter in which the brain processes, organizes, and interprets information coming from the sensory system. Processing sensory information provides a critical foundation for later, more complex learning and behavior.
Strategies for Accommodating Difficulties with Sensory Integration and Regulation may include: vStructured classroom vMovement breaks vAssistive Technology vSensory processing strategies
Some students with ASD display behavior challenge which can result from frustration and anxiety due to difficulties with communication, sensory regulation, and/or social interactions. Analyzing what happened before difficult behaviors and the consequences that reinforce it provides essential information for designing appropriate interventions strategies. Through a Functional Behavioral Assessment, Behavior Intervention Plan, and working with families, the IEP team members will identify appropriate interventions.
Strategies for Minimizing Behavior Difficulties Related to: vRitualistic behaviors vControl vRepetitive behaviors vChallenging behaviors vInappropriate social interactions vRestricted interests/inflexibility
Community for Autism &
Related Disabilities Services
(C.A.R.D.S. Program)
Communication/ Social Communication /Literacy
Students with ASD have difficulty understanding and using language. Their language challenges underlie many of their difficulties with academic content, skills, and socialization.
Intervention & instructional strategies may include:
v Understanding figurative language
v Assist students in managing challenging behaviors
v Pre-teach new concepts
v Pairing verbal instructions with visual cues
v Identify verbally and visually when transitions will occur
v Develop a functional communication system
v Provide communication supports that facilitate students independence in initiating conversations to solicit help or clarification
v Adaptations for curriculum/materials
v Picture Exchange Communication System
v SRA
Social
Many students with ASD experience social difficulties because they fail to understand the non-verbal aspects of communication and social reciprocity. Their heavy reliance on routines assists them with organizing and understanding the social world. This makes them inflexible to anticipate and adapt to changes in their social milieu.
Strategies for Improving Socialization Skills may include:
v Teaching Emotions/Feelings
v Teaching students pro-social behaviors to communicate their needs
v Break time and self-calming strategies
v Rehearse skills needed for appropriate social interactions, large group, individual, or small group
v Pre-teach skills with role-play, peers, or adults prior to having students use their new skills in an unstructured social situation, like the cafeteria or recess
v Schedule frequent daily review of social stories
v Practice transition procedures between preferred topics or activities to non-preferred activities
v Assist peers with understanding their unique strengths and challenges and those of the students with ASD
v Support engagement with visual cues
Visual & Environmental Support
Visual reminders help to remove questions for students and supports students’ need for additional time to process information in order to understand the task demands or instructional concepts. Visual supports increase their academic and social independence because they can frequently self-check and verify expectations rather than rely on adult or peer assistance.
v Social Stories
v Boardmaker
Visual Schedules
v Classroom schedules
v Student schedules
v Task list
v Picture Exchange Communication System
v Reminders and guidelines
Environmental Structures
v Break area
v Sensory area
Structured Learning Center
v Independent
v Small group
v Large group
Sensory & Behavioral Supports
The brain processes information provided by the sensory systems: touch, kinesthetic, spatial awareness, sight, sound, smell, and the pull of gravity. Sensory integration refers to the matter in which the brain processes, organizes, and interprets information coming from the sensory system. Processing sensory information provides a critical foundation for later, more complex learning and behavior.
Strategies for Accommodating Difficulties with Sensory Integration and Regulation may include:
v Structured classroom
v Movement breaks
v Assistive Technology
v Sensory processing strategies
Some students with ASD display behavior challenge which can result from frustration and anxiety due to difficulties with communication, sensory regulation, and/or social interactions. Analyzing what happened before difficult behaviors and the consequences that reinforce it provides essential information for designing appropriate interventions strategies.
Through a Functional Behavioral Assessment, Behavior Intervention Plan, and working with families, the IEP team members will identify appropriate interventions.
Strategies for Minimizing Behavior Difficulties Related to:
v Ritualistic behaviors
v Control
v Repetitive behaviors
v Challenging behaviors
v Inappropriate social interactions
v Restricted interests/inflexibility
Our Staff
v Dan Armagost....................................Director of Special Education
v Angie Kennedy ..................................Program Teacher
v Kathy Adams .....................................EBD K-12 Teacher
v Liz Scaglione .....................................LD K-12 Teacher
v Kellianne Faudi...................................Speech and Language
v Rebecca Ferrell ................................Occupational Therapist
v Delores Koster ................................. Certified Occupational Therapist Assistant
v Sara Rich .........................................Social Worker
v Jill Keune ..........................................Adaptive Physical Education Teacher
vJody Lunning ......................................Educational Assistant
vBuffy Bathke ......................................Educational Assistant
vEricka Nagel.......................................Educational Assistant
vEileen Voyna......................................Educational Assistant
vTrudy Nath..........................................Educational Assistant
*To speak with someone on our staff, please call 507-324-5741*